computer merely stated the prohlem and responded t o the answer. Instead, the screen shows the molecules moving about, and the program forces the student t o enter the volume by adjusting the position of the piston on the screen. The student becomes interested in the problem and develops a cognitive understanding of gas law problems. "Bayle's Law Demonstration" and "Half-lives of Radioactive Elements" also use simulation effectively. Many programs use the following procedure: the problem is stated, and the student enters the answer. If the answer is right, the program displays a congratulatory response; the student then presses the space bar, and the neat prohlem appears. If the answer is wrong, the computer responds appropriately, sometimes with helpful information, and asks if the student wants to try again. If the student enters "Y," the computer asks for a new answer; if the student enters "N," or if the second answer is also wrone. ... the comouter displays the correct nnrwer and explains how to calculate it, if pursilh. There are Jome variations to this hasic prucedure. In the programs on Nomenclature each Letter in the answer is evaluated as it is entered. The idea is good, hut the computer's response is slow. The student must type slowly or risk being chareed with an error if aletter is missed hv the computer. In the Organic Krnctions programs an unlimited number of attempts are permitted, even aiter all choires, except the correct one, have been selected. Before returning t o the menu, the computer displays the student's results in the following format: "Out of a total of -questions you answered -correctly the first time, got -right on the second try, and missed -altogether." Students who used these programs and commented on them for this review were from lower level classes than the course for which the nramsms were written. Nevertheless, all df thirtudenb were either p l e a 4 with the programs or continued tu use more of them even though they expressed reservations about their approach. The programs evidently motivated the students. One student commented, "I should have come here more [sic] swner." He further remarked, "The computer helps me understand the materials a lot better. ..The computer drills you until1 [sic] you get it right." Others agreed, "It really doesn't compare with teacher [sic], hut i t was helpful in learning. 1learned a lot from it." Another reflected a change in attitude, "I feel more comfortable with the topic." Several noted the ease of using the computer, needing help only the first time. "Coneenbated Chemical Concepts" stands as a benchmark in the field of instructional programs in chemistry. Its breadth is remarkable, and its technical features are admirable. Furthermore, Dr. Cornelius has used some creative approaches t o practice prohlems. There are very few errors, either typaor chemical. This oackaee eranhical .. . .. will adequntely prov~denuany schools with a vrrtually complete art ut instructional programs m general, organic, and hidugical chemistry. ~~~
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J a m e s A. Petrich San Anlonio College 1300 San Pedro SBn Antonio, TX 78284
Principles of Chemistry RaymondE. Davis. Kenneth D. Galley, and Kenneth W. Whitten, Saunders College Publishing. New York. NY, 1984. xxviii 884 pp. Figs. and tables. 20.5 X 26 cm.
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"Principles of Chemistry" is t o he numbered among the suhstantial general chemistry texts on the market. Introduced this year, i t is described by the authors as a "principles textbook for students." A good case can he made that they have succeeded. This text incorporates much of the second edition of "General Chemistry" by Whitten and Gailey. The style of writing, examples, format, and large portions of text including illustrations are identical. Whereas "Princioles" uses two shades of amber for emohasis. headings, and illuatratkms, - ~ h e r a i Chemi~try"uses two shade* blue. In thrr and other subtle changes of styleand format, the editors and publisher presumably were influenced by market suwey research. This reviewer suspects it is a subjective matter. Chanters on thermochemistw. .. thermodvnamirs. and bonding were rigorously revised, and reordered, and improved. The handling of entropy ir as adwuacp as any rrmilar bwk in the market. I t is a pity that the novel nnd powerful approach of "matter and cnrrw spreadnera" intnduced by I'rofessor TerrcnceSwift ("Princidesof Chemistry." I). C. Heath, 1975) nea& a decade ago~hasnot been oicked uo bv, writers of current textbooks. Chnpten on nqueour equilibria were extensively reorganized and revised, but those on electrochemistry and cvordination compounds are unchanged, understandably so, since they were exceptionally well done already. In total, somewhat less descriptive material is iudeed - available in "Princinles of Chemistrv." This w i t has been carefully prepared and ediwd t o be free uf auhatantive error. I'rohlem assignments are grouped according t o concept and technique. No effort to work through them was attempted as many, if not most, have heen field tested by the prior editions of "General Chemistry." Clever uses of powerful analogies, such as that relating potential energy and its arbitrary nature t o that of a boulder on a hill, appear throughout the hook. Finally, lavish use of quality drawings and photographs provide the continuity of explanation with the substances and ohsewations of exoerienee. Overall, this text is clearly a "user f&dly"eompanion for students in general chemistry. Norman E. Miller Universiq of S o h Dakota Vermlllion. SD 57069 7
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Clinical Chemistry. interpretation and Techniques, Second Edition AlexKaplan, and LaVerne L. Szabo. Lea & Febiger. Philadelphia. PA. 1983. xix 427 pp. Figs. and tables. 18.5 X 26.5 cm.
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This is a useful kind of book, modest in size (4M, pp.), highly informational, and easy to read. I t does not attempt t o he campreVolume 61
hensive, but i t does strive to be up-to-date, including all the important clinical chemistry methods currently in use and omitting the ones that have become obsolete. The authors are affiliated with the Universitv of Wsshington in Seattle, and the methods desrrihed are mostly the ones leing used in their lahuratories, although most modem clinical chemistry laboratories tend to use similar methods. In cases for which there are two widely used methods, both are descrihed. In this second edition the material in the original hook has been improved and updated. For example, there are new sections describing the use af laboratory computers and radionuelides, and the hasie principles of various types of automatic analyzers are discussed. There are also new sections on enzyme kinetics and lipoproteins, and the chapters on toxicology, endocrinology, and immunochemical techniques have been revised.
Theauthon, w i l e with careand prerision so that, in spite of the concise nature of the book,explanationsare lucid,and laboratory procedures are clear and easy t o follow. If there are errors in the book, this reviewer did not find them. This is a nractieal hook. combinine" hasie prinr~plerwith lal,oratary methods, and including lmth physiological and pathological significance of clinical test results. I t not only discusses the interpretation of test results but also points out sources of error inherent in the methods described. I t covers manual procedures in detail, pointing out that automated teehnioues are based on the same chemical prmc~ples.Today theclinical chemistry laboratory is hwoming mure and more automated, and these automatic instruments can carry out large numbers of individual Laboratory tests with speed and precision. This book-emphasizes, however, the importance of the human technologist. All instruments reouire some maintenance. and man" need cal~hrationor other adjustments. The rrlialdity 01a chemical instrument always depends to some drgrce on the competence of the technologist who is using it. Doris K. Kolb lllinols Cemral College Easl Peoria, IL 61635
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Selecting and Using Microcomputers In Science Instruction Jean L. Graef, Cambridge Development Lab. Wallham, MA, 1983. 37 pp. Figs. and tables. 21 X 27 cm. $15.00 PB. "Selecting and Using Microcomputers in Science Instruction" is a 36-page booklet designed t o answer the question "Now that I have a computer, what do 1do with it?" The author's answer t o this question will be quite useful to the instructor who is a novice in the
: (Continued
Number 11
on page A3021
November 1984
A301
